Center for Learning and Leadership . University Center for … · 2016. 11. 2. · plan, utilizing...

Center for Learning and Leadership . University Center for Excellence in Developmental Disabilities Education, Research and Service University of Oklahoma Health Sciences Center

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© 2006, Center for Learning and Leadership . University Center for Excellence . College of Medicine 05/02—01/06

Personal Preference Indicators

The Personal Preference Indicators were developed by the Center for Learning and Leadership/UCE specifically to support our work with self-advocates, families, professionals and our academic and community colleagues. If you would like additional copies please contact the Center for Learning and Lead-ership Headquarters Office in Oklahoma City. The information in this booklet is up-dated each year. Please contact the Center for Interdisciplinary Learning and Lead-ership dissemination (publications) coordinator if you would like additional copies. Phone 405-271-4500 and press “0” to have your call directed.

If you use material in this booklet a suggested citation follows:

Moss, Jan. 1997, 2006. The Personal Preference Indicator. Center for Interdisciplinary Learning and Leadership/UCE, College of Medicine, University of Oklahoma Health Sciences Center, Publication No. CA298.jm Revised 2002, 2006vnw

The Center for Interdisciplinary Learning and Leadership/UCE is a collaborative ini-tiative of the University of Oklahoma Health Sciences Center with support from the U.S. Administration for Developmental Disabilities grant number 90DD034101.

Acknowledgment This booklet was originally produced by Jan Moss for Training Oklahoma Providers of Service (TOPS) a U.S. Department of Education funded project #H029G60186, Center for Interdisciplinary Learning and Leadership, University of Oklahoma Health Sciences Center, College of Medicine and may be reproduced for educational purposes only.

The University of Oklahoma is an equal opportunity institution.

This publication, printed by The Center for Learning and Leadership, is issued by the University of Oklahoma. Copies have been prepared and distributed at no cost to the taxpayers of the State of Oklahoma. Director, V.N. Williams, Ph.D.

Center for Learning and Leadership is an Academic Partnership with:

East Central University, Ada

University of Oklahoma Health Sciences Center – Graduate and Professional Schools

University of Tulsa

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The purpose of this index is to assist you in planning with and for a person with a developmental disability. The Personal Preference Indicators are not checklists, but are a guide to accessing information about the person’s preference. The items listed are intended to be used as cues or prompts to remind you about important subjects to bring up in your informal talks with the per-son. These informal conversations can give you a base line of prefer-ences from which to begin planning. Change is often frightening for persons with developmental disabilities, and most of us resist doing things that frighten us. So, beginning to plan, utilizing the preference indicators can be an essential accommo-dation. Understanding a person’s preferences is critical to developing an individualized plan. A plan that uses what the person knows about his or her likes and dislikes is a more personalized approach to making

any changes or choices and constructively involves the individual in decision mak-ing about his or her life. Using the following domain areas in informal conversations with the person, or with someone who knows and has a positive relationship with the person, over a period of time will assist everyone in getting to know each other better. If used by any member of the interdisciplinary team in their interaction with the person, these indi-cators have the potential to unfold a picture of the person which will show where to begin planning in a considerate, appropriate and positive manner. Included are: Preference indicators which identify the person’s “favorites,”

Emotion indicators which focus on the person’s “feelings,”

Socialization indicators to highlight the person’s “social world” and

relationships, Self-Determination indicators which focuses on “choices” the person

makes, Physical indicators which center on the person’s “body clock.”

Health indicators to be considered that focus on the person’s “health”

How does the person view his “role” in the family, community?

Following the physical indicators are two additional domain topics that may need input from other people who are with the person on a regular basis. The first is health. We add just a note of extra caution here. When talking about the health indicators you may learn about information that should not be discussed casually with others, by you or the person. As people move into adult life, understanding the concept of privacy is important. The final domain area is about family roles. Here we suggest keeping in mind that this may be an area that is changing. The person is probably becoming more involved in school, community life, a work setting, or a growing social network that includes, but also reaches beyond the immediate family.

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What are the person’s favorites? Do you know why? How can you tell? Any other things?

Preference Indicators F●A●V●O●R●I●T●E●S

• outside • foods

• inside • music

• friend • words

• structure • being alone

• non-structure • being sung to

• daytime • movement

• nighttime • color

• games • toys

• smells • Touch, smooth, rough, etc.

• sounds • clothes

• activities • place to go

• tv show • animals

• time of day

Who are the person’s favorite people? Do you know why? How can you tell? What are the person’s favorite things about himself or herself?

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Emotion Indicators F●E●E●L●I●N●G●S

What calms the person? Do you know why? How can you tell? Any-thing else?

• holding • being sung to

• rocking • colors

• smells/odors • being talked to

• music • animals (which ones?)

• lights • playing (alone? with others?)

• laughter • other???

What makes the person happy? How do you know?

• outdoors • indoors

• games • visiting

• a special place • music or sounds

• food • toys (which ones?)

• playing (alone? with others?) • other???

What motivates the person? How can you tell?

• free time • playtime

• animals • food

• kind of privileges? • tv

• toys • money

• colors • music

• a particular person? • sounds

• other

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Emotion Indicators F●E●E●L●I●N●G●S

continued

What does the person dislike? How can you tell?

• noise • rushing

• foods • smells

• certain tastes • being alone

• eating • Tactile (touch, rough, soft)

• rules • crowds

• other?

What does the person fear? How can you tell?

• sounds • crowds

• slipping/falling • adults

• animals • water

• movement • falling

• other children/youth • darkness

• colors • lights/brightness

What does the use as a coping mechanism? How do you know?

• safe person • safe place

• body movement (rocks or twirls)

• hyperactivity

• withdrawal (lack of eye con-tact)

• oral stimulation (hand to mouth)

• familiar object (toy or blanket)

• other?

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Socialization Indicators S●O●C●I●A●L

1. How does the person communicate on his/her own?

2. Does the person have a nickname? If so, what is it?

3. How accurately does the person relate information to you and to others?

4. Does the person have a sense of humor?

5. How does the person show affection?

6. Does the person prefer to be alone or do activities alone or with someone? If with someone, who?

7. How would you describe the person’s relationship with his/her peers?

8. Does the person request to be with or visit someone, relative, friend, etc.?

9. Does the person have a concept about being very cautious with strangers?

10. Does the person respond to facial expressions? Which ones? How?

11. Does the person use facial expressions to communicate? Which ones? What do they mean?

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Self Determination Indicators C●H●O●I●C●E●S

Does the person make choices? If not, why?

• food • dressing mealtime clothing preference

restaurant

• music

• bedtime soft

bedroom decor loud

night light

time to arise • activities chores

• smells exercise

• sounds private time

• activities free time

• tv show hobbies

• time of day

• sports tv sporting events

participation

• direct care staff • bathing or showering

• equipment Soap/deodorant

• medication • hygiene

• therapies cologne/perfume

• refer to other preferences toothpaste/mouthwash

• travel/vacation • friends

• Other?

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Physical Indicators B●O●D●Y C●L●O●C●K

What is the person’s best functioning time? How can you tell?

• morning • mid-morning

• afternoon • evening

Preference for rising?

• early • late

Preference for eating?

• indifferent • shows hunger

Preference for working?

• morning • mid-morning

• afternoon • evening

Preference for going to bed?

• afternoon • evening • nighttime

When does the person tire?

• mid-morning • evening

• afternoon

If the person takes regular medication(s), what time of day does he/she take them and what are the effects? Do they plan activities to coincide with his/her body clock? Explain.

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Health Indicators H●E●A●L ●T●H

What information about the person’s health do you have available?

• frequently ill? • well most of the time?

• affected by allergies? • susceptible to infections?

How do you know when the person feels bad? Good? How does the person feel about going to the doctor?

Headaches infrequent never Stomachache infrequent never Earache infrequent never

frequent frequent frequent

Seizures frequent infrequent never Fevers frequent infrequent never

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Family Role Indicators R●O●L●E I●N●D●I●C●A●T●O●R●S

How is the person involved with family?

• some • little

• not at all • responsibilities

• hierarchy, etc.

Who are the caregivers for the person? Who is relief to the primary caregivers?

How is the person included in choice making? How often? Why or why not?

What kind of discipline is used by caregivers? Time out, redirection, other…? (If none, why not?)

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Family Role Indicators R●O●L●E I●N●D●I●C●A●T●O●R●S

continued

How does the person conceptualize the future? Next year? 5 years? 10 years?

What are your greatest concerns or worries for the person? Why?

• educational • financial

• medical • employment

• housing • other?

NOTES:

ACKNOWLEDGEMENT:

This article was produced by Jan Moss for Training Oklahoma Providers of Service (TOPS) a U.S. Department of Education funded project #H029G60186, Center for Learning and Leadership/UCE, University of Oklahoma Health Sciences Center, College of Medicine and may be reproduced for educational purposes only. References: McConkey, Roy (1985) “Working with Parents,” Brookline Books, Cambridge, Mass. Rainforth B., York J., MacDonald E., (1992) Collaborative Teams for Students with Severe Disabilities, Paul H. Brookes, Baltimore, Maryland. Turnbull, H.R., Turnbull, A.P, Bronicki G.J., Summers J.A., (1989) “Disability and the Family,” Paul H. Brookes, Baltimore Mary-land. Benson, R. (1996). An asset checklist. Minneapolis, MN: Search Institute. Dunst, C.J. (1998). Child interest inventory. Unpublished instrument. Dunst, C.J. & Novak, C. (1997) Personal assets inventory. Unpublished instrument. Dunst, C.J. & Novak, C. (1998). Community assets inventory. Unpublished instrument. Dunst, Carl J., Ph.D., Puckett Institute, Smokey Mountain Research Institute, New Decade, New Innovations, New Practices. Trivette, C.M., & Dunst, C.J. (1998, December). Family-centered helpgiving practices. Paper presented at the 14th Annual Division for Early Childhood International Conference on Children with Special Needs, Chicago.

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